Appendix 8: Curricula Vitae for Part-Time Faculty Appendix 1

This file was originally delivered to me as eight separate documents. To save screen space on the TC2K site, I’ve condensed them into one document. Please control+click on the links below to get to your preferred file.

Appendix 8: Curricula Vitae for Part-Time Faculty

Appendix 1

Terminology

Individual institutions will use different terminology and adopt differing styles in their strategic and operational planning. Therefore, the following descriptions are offered as guidance only to assist in establishing consistency in the processes that underlay the accreditation effort. They are not official ABET definitions.

Program Objectives– Statements that describe the expected accomplishments of graduates during their first few years after graduation. The audiences for objective statements are external constituents such as prospective students, employers, transfer institutions and student sponsors.

Program Outcomes – Statements that describe what students and graduates are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge and behaviors that students acquire in their matriculation through the program. The outcomes of ABET accredited programs must embrace the eleven (a) through (k) requirements of Criterion 2, and achievement of these outcomes by each student should be verified before certification for graduation.1

Goal – A specific result that is to be achieved by the educational activities; sometimes referred to as a performance goal. A goal sometimes is used interchangeably with objective, and at other times the terms are used in the reverse of what is stated here.

Performance Measure – A quantitative statement using specific metrics that describe the results obtained or desired.

Assessment Process -one or more processes that identify, collect, use and prepare data that can be used to evaluate achievement of outcomes, educational objectives, or program effectiveness.

Evaluation - one or more processes for interpretation of the data accumulated through assessment practices that a) determine the extent to which outcomes are being achieved; or b) result in decisions and actions taken to improve the program (e.g. curriculum or methodology).

Appendix 2

Readiness Assessment

Table 8 provides a descriptive interpretation of the TC2K criteria elements in practical terms. This tabulation is intended to assist institutions to determine how prepared programs are to meet the general criteria by comparing their existing conditions with the descriptions provided for each component of the criteria. This should enable institutions to identify areas of strength and concerns, allowing them to focus on improvements as needed.

The first column of the table indicates the relative level of preparedness. Each remaining column corresponds to one of the 8 sections (or topics) of the general TC2K criteria. Each row describes conditions that might exist at the institution. Find the relative level of readiness for each criteria topic by locating the cell that most closely describes your existing conditions, and then reading the corresponding readiness level in the first column. There are three or four example conditions given in each cell, and so for any given criteria section, actual conditions might correspond to examples in more than one cell. Keep in mind that it could be more useful to assess these individual conditions than to assign an overall readiness level to the program.

Table 8. Readiness Matrix

Readiness Level

1. Program Educational Objectives

2. Program Outcomes

3. Assessment & Evaluation

4. Program Characteristics

A

Strong

Plans & processes established, and CI cycle fully functional

Clear, comprehensive program objectives determined with full constituency input, and formally documented;

Process to determine, assess, and update objectives is formalized and functioning;

All the program elements needed to achieve the objectives are in place, and the links between objectives and program elements are well documented.

Complete, formal set of documented, measurable outcomes instated that encompass all 11 categories (a thru k), and are clearly tied to program educational objectives;